MOTIVACIJA ZA IZOBRAŽEVANJE NA OŠ ANTONA GLOBOČNIKA, POSTOJNA

• Main Author: Vidmar, Marina
• Other Authors: Ferjan, Marko
• Format: Bachelor Thesis
• Language: Slovenian
• Published: 2012
• Subjects: učenje; izobraževanje; usposabljanje; motivacija; zaposleni; learning; education; training; motivation; employees; Malo; sami
• Online Access: https://dk.um.si/IzpisGradiva.php?id=36482; https://dk.um.si/Dokument.php?id=47589&dn=; https://plus.si.cobiss.net/opac7/bib/7037203 ?lang=sl

Diplomska naloga z naslovom Motivacija za izobraževanje na Osnovni šoli Antona Globočnika, Postojna je sestavljena iz teoretičnega in praktičnega dela. Teoretični del zajema poglavja: učenje, izobraževanje in motivacija za izobraževanje. Praktični del je anketa. Želeli smo ugotoviti, za katera področja izobraževanja so zaposleni na Osnovni šoli Antona Globočnika, Postojna sami po sebi motivirani. In kjer je motivacija, so tudi ovire in spodbude. Katere ovire in katere spodbude predstavljajo večji delež, smo z anketnim vprašalnikom ugotavljali v nadaljevanju. Rezultati ankete so na vrh potreb po izobraževanju uvrstili komunikacijske veščine, kar ne preseneča, saj so te veščine nujno potrebne za vzgojno- izobraževalno ustanovo ne vseh relacijah (učitelj – učenec, učitelj – starši, učitelj – vodstvo). Sledijo medsebojni odnosi, ki so verjetno najpomembnejše področje življenja in s tem tudi delovnega okolja. Naslednje področje je obvladovanje stresa. V družbi velja prepričanje, da ga je povsod preveč, še posebej pri delu z ljudmi. Znanje s področja informatike in računalniškega opismenjevanja najhitreje zastara. Profesionalna dolžnost narekuje nadgrajevanje teh znanj, saj je mladina za ta znanja zelo dovzetna in prav lahko se zgodi, da učenec »prehiti« učitelja. Med teme za nadgrajevanje znanja in spretnosti, ki jim zaposleni posvečajo najmanj pozornosti oziroma jim znanje s teh področij ne vzbuja zanimanja so finance in ekonomija, politologija, vodenje in management. Ugotavljamo, da so teme specifične in imajo le malo skupnega s pedagoškim delom. Nezainteresiranost za te teme izhaja iz ugodne zakonodaje, ki zavodom na tej stopnji zagotavlja proračunska sredstva za nemoteno delovanje in sredstva za plače. Politologija, domnevamo, je izgubila svoj »čar« z globalno politično in ekonomsko krizo ter zasičenostjo s sporočili medijev, ki nas potiskajo v apatičnost. Za razvoj sposobnosti za vodenje in management je poleg izobrazbe potrebna še praksa na različnih nivojih, sposobnost razumevanja zakonodaje ter prirojene osebnostne lastnosti za vodje. Veliko več poudarka v zadnjih letih ljudje namenjajo kakovostnemu preživljanju prostega časa in pridobivanju materialnih dobrin, spoznavanju drugih dežel in kultur. Medtem ko vodenje in management zahtevata stalno prisotnost za reševanje tekoče problematike, se ostali zaposleni v osnovnih šolah v času šolskih počitnic lahko posvetijo sebi in svojim hobijem. Predvsem pa vodenje ni ustrezno finančno ovrednoteno. Med najmanj priljubljenimi temami se je kljub rasti ekološke osveščenosti in zanimanja za varovanje okolja znašla živilska tehnologija. Domnevamo, da so teme s tega področja dnevno zastopane v vseh medijih in zasebnih razgovori, kar je za vzpostavitev ustreznega znanja in odnosa dovolj. V povprečje so se ujele teme razvojna psihologija, zdravstvo, javno nastopanje in odnosi z javnostmi, tuji jeziki, teme s področja naravoslovja, teme s področja družboslovja, pedagogika/andragogika, medijska produkcija in varovanje okolja. The thesis with the title Motivation for Education at Anton Globočnik Primary School, Postojna, is composed of a theorethical and practical part. The theoretical part consists of the following chapters: learning, training and motivation for training. The practical part is a questionnaire. We wanted to find out which areas of training the employees of Anton Globočnik Primary School, Postojna, are most motivated for. Where there is motivation, there are also obstacles and encouragement. In the survey we tried to find out which obstacles and encouragement are most represented.The results of the survey showed communication skills as the most needed, which is no surprise as these are essential for such an educational institution in every aspect (teacher- pupil, teacher- parents, teacher- headmaster).These are followed by mutual relations, which are probably the most important area of life and also the working environment. The next area is stress management. It is believed that there is too much stress in our society especially when dealing with people. The knowledge of informatics and computer literacy tends to become obsolete quickly, therefore, it is a teacher’s professional duty to improve the knowledge. The youth quickly become computer literate and pupils may exceed their teachers in computer literacy.The least interesting topics for teacher training are finances and economy, political science and management. We conclude that these topics are specific and have very little in common with pedagogical work. Lack of interest for these topics stems from a convenient legislation, which provides the institutions at this level budget money for its work and means for salaries of the employees. Political science has apparently lost its charm with the global political and economic crisis and excessive items of information by the media, which is forcing us into apathy. In order to develop leadership skills and management not only qualifications but also experience on different levels is required. In addition, the ability to understand the legislation and congenital personal qualities for a leader are necessary. In the recent years a lot of emphasis has been given to spending quality free time and obtaining material goods, learning about foreign countries and cultures. While leadership and management require constant presence to deal with problems, the other employees in primary schools can dedicate their time to themselves and their interests during school holiday. Above all, management jobs are not appropriately paid. The least popular topic is food technology despite the increase of ecology awareness and interest in environmental protection.We assume that these topics appear daily in the media and private conversations, which is sufficient to establish appropriate knowledge and relations. Average topics are developmental psychology, health care, public performance and public relations, foreign languages, natural and social sciences, pedagogy/andragogy, media production and environment protection.